SD_Class-Observation it is a class observation on education

Class observation

1. TRAINING ON THE MATATAG CURRICULUM 1

2. TRAINING ON THE MATATAG CURRICULUM 2 K, G1, G4, G7 Teachers, and School Leaders

3. Session 11/12 CLASSROOM OBSERVATION 3

4. Session Objectives: During the session, the participants will: revisit the nature of classroom observation, its protocols, tools and key players; review some of the classroom observable indicators relative to the implementation of MATATAG Curriculum; and refine the prepared lesson plan based on the indicators presented leading to demonstration teaching. 4

5. PPST (For Teachers) Domain 1: Content Knowledge and Pedagogy 1.1 Content knowledge and its application within and across curriculum areas 1.4 Strategies for promoting literacy and numeracy 1.5 Strategies for developing critical and creative thinking, as well as other higher order thinking skills 1.6 Mother Tongue, Filipino and English in teaching and learning 5

6. PPST (For Teachers) con’t … Domain 4: Curriculum and Planning 4.1 Planning and management of teaching and learning process 4.5 Teaching and learning resources including ICT Domain 5: Assessment and Reporting 5.1 Design, selection, organization and utilization of assessment strategies 6

7. 7 PPSSH (For School Heads and Head Teachers): Domain 3 Focusing on Teaching and Learning 3.2 Teaching Standards and Pedagogies 3.2.2 Provide technical assistance to teachers on teaching standards and pedagogies within and across learning areas to improve their teaching practice. 3.2.3 Engage school personnel such as master teachers, head teachers, department heads in providing technical assistance to teachers on teaching standards and pedagogies within and across learning areas to improve their teaching practice.

8. 8 PPSS ( For Supervisors, EPSs, PSDSs, and Chiefs) Domain 3: Fostering a Culture of Continuous Improvement 3.1. Support for instructional leadership 3.1.2.Apply appropriate instructional leadership support strategies to help divisions/districts/schools and/or learning centers with the continuous improvement of the teaching-learning process 3.1.3. Mentor and coach colleagues in adapting relevant instructional leadership support strategies to address the harmonized needs of clusters of divisions/ districts/schools and/or learning centers

9. Session Flow: Solicit from the group experiences on managing and conducting Classroom Observation Reflect on the challenges and opportunities brought about by Classroom Observation Classroom Observation, Criteria for Effective Teaching Evaluation, CO Protocols, CO Tools, CO Observers, CO Indicators, PMCF Refine the prepared lesson plan/ exemplars based on the indicators presented and execute it through Demonstration Teaching 9

10. SHARE IT! 10 In 2 minutes, share among the members of your group (as seated by table) your experiences in managing and conducting classroom observations. Summarize your group findings by writing a hashtag on a metacard (i.e., #fulfilling, #empowered). Be ready to share your hashtag with the group. Each chosen sharer will be given 2 minutes to present their findings relative to the hashtag.

11. WHAT IS CLASSROOM OBSERVATION? 11 Educators observing each other’s practice, providing feedback and learning from each other to improve their impact on students’ learning Focused on improving teacher practice in alignment with learner needs and school and region/state level priorities Aims to make classroom practice more visible and encourage colleagues to collaborate to improve teacher practice and student learning -Australian Institute for Teaching and School Leadership (AITSL)

12. WHAT IS CLASSROOM OBSERVATION? 12 One gauge in ensuring quality teaching A process of providing feedback to a teacher’s classroom practice Encourages teachers to reflect and develop self-awareness about their own practice Provides evidence of actual teacher performance , their strengths and areas of improvement - RPMS Manual (2018)

13. CRITERIA FOR AN EFFECTIVE TEACHING EVALUATION 13 “Teachers evaluation should be based on professional teaching standards and should be sophisticated enough to assess teaching quality across the continuum of development from novice to expert teacher.” (Darling-Hammond, 2012)

14. Can you recall our Classroom Observation Protocols? 14

15. CLASSROOM OBSERVATION PROTOCOLS 15 1 2 3

16. CLASSROOM OBSERVATION PROTOCOLS 16 1 2 3 PRE-OBSERVATION - Lesson Preparation

17. CLASSROOM OBSERVATION PROTOCOLS 17 DURING OBSERVATION 1 2 3 - Lesson Execution

18. CLASSROOM OBSERVATION PROTOCOLS 18 1 2 3 POST OBSERVATION - Post Conference

19. CLASSROOM OBSERVATION PROTOCOLS 19 3 POST OBSERVATION DURING OBSERVATION 2 1 PRE-OBSERVATION - Lesson Preparation - Lesson Execution - Post Conference

20. How about the classroom observation tools? 20

21. 21 CLASSROOM OBSERVATION TOOL RUBRIC

22. CLASSROOM OBSERVATION NOTES FORM

23. THE COT RATING SHEET AND INTER-OBSERVER AGREEMENT FORM

24. Who are our classroom observers? 24

25. CLASSROOM OBSERVERS 25 ALL instructional leaders Master Teachers, Head Teachers, Principals/School Heads, Public Schools District Supervisors, Education Program Supervisors (PSDS, Division EPS) Note: In the context of RPMS, only School-based instructional leaders are allowed to rate the teacher as per DO 02, s.2015

26. CLASSROOM OBSERVERS 26 The presence of division-based instructional leaders (i.e., PSDS, EPS) during “normal” or ”regular” classroom observation provide technical assistance to the school heads and schools as a whole. Division EPS/PSDS to Principal/School Head Principal/School Head to Head Teachers/Master Teachers Principal/School Head to Teachers Head Teachers/Master Teachers to Teachers

27. Reminders for Observers: WHAT NOT TO DO 27 1. Do not bring the lesson plan, COT Rubrics, Rating Sheet, Inter-Observer Agreement form during the lesson delivery. Only the Observation Notes Form should be brought. 2. Do not talk with your fellow observers in the entire duration of the demo teaching. 3. Refrain from expressing discouraging facial expressions and negative non-verbal cues. 4. Do not conduct the post-conference right after the demo.

28. CLASSROOM OBSERVATION PROTOCOLS 28 1 2 3 PRE-OBSERVATION - Lesson Preparation

29. Classroom Observable Indicators (COI) in the context of MATATAG Curriculum Implementation for Kindergarten, Grades 1, 4 and 7 29

30. Classroom Observable Indicators for Proficient Teachers 30 Strands Indicators 1.1 1.1.2 Apply knowledge of content within and across curriculum teaching areas. 1.4 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. 1.5 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. 1.6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning. 4.1 4.1.2 Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts. 4.5 4.5.2 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals. 5.1 5.1.2 Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum requirements.

31. Classroom Observable Indicators for Proficient Teachers 31 Strands Indicators 1.1 1.1.2 Apply knowledge of content within and across curriculum teaching areas. 1.4 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. 1.5 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. 1.6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning. 4.1 4.1.2 Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts. 4.5 4.5.2 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals. 5.1 5.1.2 Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum requirements.

32. Classroom Observable Indicators for Proficient Teachers 32 Strands Indicators 1.1 1.1.2 Apply knowledge of content within and across curriculum teaching areas. 1.4 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. 1.5 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. 1.6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning. 4.1 4.1.2 Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts. 4.5 4.5.2 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals. 5.1 5.1.2 Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum requirements.

33. Classroom Observable Indicators for Proficient Teachers 33 Strands Indicators 1.1 1.1.2 Apply knowledge of content within and across curriculum teaching areas. 1.4 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. 1.5 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. 1.6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning. 4.1 4.1.2 Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts. 4.5 4.5.2 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals. 5.1 5.1.2 Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum requirements.

34. Classroom Observable Indicators for Proficient Teachers 34 Strands Indicators 1.1 1.1.2 Apply knowledge of content within and across curriculum teaching areas. 1.4 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. 1.5 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. 1.6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning. 4.1 4.1.2 Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts. 4.5 4.5.2 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals. 5.1 5.1.2 Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum requirements.

35. Classroom Observable Indicators for Proficient Teachers 35 Strands Indicators 1.1 1.1.2 Apply knowledge of content within and across curriculum teaching areas. 1.4 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. 1.5 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. 1.6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning. 4.1 4.1.2 Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts. 4.5 4.5.2 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals. 5.1 5.1.2 Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum requirements.

36. Classroom Observable Indicators for Proficient Teachers 36 Strands Indicators 1.1 1.1.2 Apply knowledge of content within and across curriculum teaching areas. 1.4 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. 1.5 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. 1.6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning. 4.1 4.1.2 Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts. 4.5 4.5.2 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals. 5.1 5.1.2 Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum requirements.

37. Can you identify or situate the presented indicators in your prepared lesson plans or exemplars ? 37

38. Let’s proceed… 39

39. 40

40. Makabansa , Grade 1, 2 nd Quarter Indicator 1

41. Indicator 2

42. Indicator 3

43. Indicator 4

44. 54

45. Indicator 5

46. 56

47. 57

48. Indicator 6

49. 59

50. 60

51. Indicator 7

52. CLASSROOM OBSERVATION PROTOCOLS 62 DURING OBSERVATION 1 2 3 - Lesson Execution

53. Upgrading classroom o bservation towards a more r eflective and collaborative p ractice In the findings of the study of Rosero (2022), he found out that a shift in perspective in classroom observation can help teachers and observers rethink classroom observation from teacher-oriented to student-centered . The study further elaborated the ‘potential tools’ for upgrading classroom observation practices , all of which to improve teacher practice and increase learner engagement and performance. 63

54. Classroom Observation should be… frequent and informal should be done as frequently as possible should also be informal and allow teachers to observe one another, regardless of position or rank 64

55. Classroom Observation should… focus on students and their learning appreciate the process of teaching and learning, the flow of the lesson, the interaction between teachers and learners, and their impact on learners 65

56. Classroom Observation should… make use of the classroom observation notes form (ONF)and upgrade/enhance it structure and content use of picture as evidence writing chronological notes with time stamps 66

57. CLASSROOM OBSERVATION PROTOCOLS 67 1 2 3 POST OBSERVATION - Post Conference

58. In the provision of feedback… It is essential that teachers feel safe when giving them feedback or advice about their practice. It can also improve your observation practices if you ask the teachers what to focus on in your observation  ( Rosero , 2022). 68

59. Finally, the role of observation (1) Classroom observation should be done to help teachers and the students to read and follow the flow of the class . Observers should also learn from the students and their interactions to help them improve the class dynamics. In addition, the feedback from classroom observation should aid teachers' continuous reflection and redesign of the curriculum . 69

60. Finally, the role of observation (1) Observers should not just observe ; they should also assist teachers in building better relationships with each other and with their students ( Rosero , 2022). 70

61. Finally, the role of observation (2) Classroom observation should also facilitate building relationships among educators and building networks with other schools . By opening the class and inviting outsiders to observe the class, the teacher can gain valuable perspectives that could help improve the lesson . It also opens up a free flow of knowledge and information, connecting teachers and schools, establishing professional networks, and creating a learning ecosystem ( Rosero , 2022). 71

62. Entries in the PMCF serves as the agreement of the teacher and the observer which will be the basis of the Technical Assistance of the Instructional Leaders (which can also be part of the next cycle of the Collaborative Expertise)

63. Any Questions? 73

64. Activity 74 Instructions: In the next 15 minutes, revisit and refine your lesson plan for the last time. After refining, be ready for your demonstration teaching.

65. Reminder: 75 There will only be ONE demonstrator per class. There are THREE instructional leaders who will serve as Class Observers. (School Head/Public Schools District Supervisor/Division Education Program Supervisor) The Class Facilitators (Specialists) will be the Process Observers. The rest of the members of the class will serve as the learners.

66. Demonstration Mechanics 76

67. Demonstration Mechanics 77 The demonstration teaching will run for 45 minutes. The respective Class Managers have chosen the group of participants who will play the role of learners and observers. It is encouraged that the participants play the role of the grade level learners in the entire demonstration teaching.

68. Demonstration Mechanics 78 Facilitator 1 will be the Specialists from BLD who will be co-facilitated by the Specialists from BCD. Observers are discouraged to talk with their fellow observers during the entire proceedings. To follow protocols in Classroom Observation, observers shall be given copies of lesson plan before the delivery. During delivery, lesson plans shall then be kept and may be reviewed after the demo teaching.

69. Demonstration Mechanics 79 After demonstration teaching, observers will be deliberating ratings from within themselves and shall conduct quick Post-Demonstration Teaching Conference with the teacher. For the interest of time, observer who will be delivering the post-conference is encouraged to focus on the indicators. Finally, facilitators who served as process observers in the entire duration of the demo teaching will give their feedback on their observations toward the teacher-demonstrator, the learners, and the observers.

70. References: DepEd Order No. 02, s. 2015, Guidelines on the Establishment & Implementation of the Results-based Performance Management Systems (RPMS) in the Department of Education. DepEd Order No. 42, s. 2017, National Adoption and Implementation of the Philippine Professional Standards for Teachers DepEd Order No. 24, s. 2020, National Adoption and Implementation of the Philippine Professional Standards for School Heads DepEd Order No. 25, s. 2020, National Adoption and Implementation of the Philippine Professional Standards for Supervisors Department of Education. 2017. Manual for RPMS for Teachers and School Heads Rosero , Michael Wilson I.,2022. Upgrading Classroom Observation towards a More Reflective and Collaborative Practice, Excerpts from “Starting from Where the Learners Are: Cultivating Inquiries in the Classroom, School and Professional Learning Ecosystem” United Professional Graduate School of Professional Development of Teachers. University of Fukui. 81

71. Program Management Team Curriculum and Teaching Strand Bureau of Curriculum Development Bureau of Learning Delivery Bureau of Education Assessment Bureau of Alternative Education Bureau of Learning Resources Human Resources and Organizational Development Strand National Educators Academy of the Philippines (NEAP) Professional Development Division Quality Assurance Division Session Guide and Presentation Deck Developer/s SDO Laguna/Region IV-A CALABARZON   MARK ANTHONY P. IDANG MATATAG CURRICULUM TRAINING RESOURCE PACKAGE 82

72. 83